Literaturnachweis - Detailanzeige
Autor/inn/en | Jastrzembski, James E.; Wittes, Rob |
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Titel | Effects of Word Frequency and Number of Meanings for Fast and Slow Readers. |
Quelle | In: Contemporary Educational Psychology, 7 (1982) 2, S.195-200Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Educational Psychology; Higher Education; Learning Problems; Learning Processes; Reading Processes; Reading Rate; Semantics; Word Frequency |
Abstract | Using a lexical decision task, the effects of frequency and number of meanings show that different patterns of results emerge for fast and slow readers. For fast readers there are general effects of both frequency and numbers of meanings; for slow readers the effects are considerably attenuated. (Author/CM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |